Since its inception, AUD has committed itself to providing a world-class education that prepares students academically, personally and professionally for successful careers in their chosen fields. Education is one of those fields that constitutes a national priority, not only in the UAE, but around the world.

Master of Education
The AUD Master of Education (M.Ed.) is conceived with two target audiences in mind:

practicing elementary and secondary school teachers who may or may not have an undergraduate degree in education, and

university graduates with no prior teaching experience who wish to pursue a graduate degree in education with the intention, upon graduation, of teaching at the primary or secondary level.

Program requirements vary slightly depending upon in which of these two groups a candidate falls.
As with other AUD degree programs, it is expected that diversity will characterize students seeking admission to the M.Ed. These will include both U.A.E. nationals and expatriates, native speakers of English and non-native speakers, individuals who will live permanently in the U.A.E., those who are here for a short stay, and those who seek residency of a considerable length.

The M.Ed. program has been designed to meet the needs of these various groups. While courses are taught in English and a TOEFL score of 550 is required for admission, students may enroll in the university’s Intensive English Language Program prior to commencing graduate study. In order to ensure that the degree is offered to an international standard, the curriculum is aligned with the standards of the Interstate New Teachers Assessment and Support Consortium (INTASC), based in the U.S.

AUD’s M.Ed. has been accredited by the UAE Ministry of Higher Education and Scientific Research.

Professional Teaching Certificate
In accordance with the 2021 Vision of H.H. Sheikh Mohammed Bin Rashid Bin Rashid Al Maktoum, Vice President and Prime Minister of the UAE, and Ruler of Dubai, to boost the quality of education in Dubai and in response to multiple inquiries as well as the data collected from focus groups, AUD now offers a Professional Teaching Certificate (PTC) program that focuses on building and strengthening the instructional practices of teachers and career changers.

Committed to the goal of fostering and accelerating excellence in education throughout the UAE, particularly in the areas of teacher quality and continuous improvement, AUD introduces a certificate program based on the success now evident in the implementation of the M.Ed. degree program.

In addition to coursework, the 18-credit hours Professional Teaching Certificate will establish clinical partnerships with participating schools, providing opportunities for the ongoing supervision and evaluation of teaching and requisite professional development.

Upon completion of the PTC program, AUD will provide official verification that a teacher or teacher candidate is now recognized as a highly qualified educator according to the highest international standards. This program is aligned with the university’s goals of maintaining high academic standards and emphasizes the application of innovative strategies, current technologies, and 21st century competencies in teaching and learning, such as critical thinking.

Course Descriptions

EDCO 600 | LEARNING AND HUMAN DEVELOPMENT (3-0-3)The purpose of this course is to provide a general knowledge about human learning as it relates to the life cycle from birth to young adulthood. It is designed to provide beginning teachers with a fundamental knowledge of human growth and development (physical, social, affective, and cognitive) and theories of learning.EDCO 602 | CURRICULUM, INSTRUCTION AND ASSESSMENT (3-0-3) The primary purpose of this course is to help candidates, including teachers, administrators, and curriculum coordinators to develop an in-depth understanding of 21st century concepts and practices in curriculum development, the delivery of instruction, and the role of assessment. Such understanding should assist in examining the relationships, sources, and components in their dynamic interactions and contributions to effective learning.EDCO 604 | PRINCIPLES OF LEARNING AND CLASSROOM MANAGEMENT (3-0-3) The primary purpose of this course is to assist candidates in acquiring basic knowledge and understanding of the processes of human learning, development, and motivation and in the application of such knowledge and understanding to classroom teaching, communication management, and evaluation.EDCO 620 | TECHNOLOGICAL APPLICATIONS IN THE CLASSROOM (3-0-3)The purpose of this course is to familiarize candidates with technology applications commonly found in educational settings. The course addresses effectively identifying, locating, evaluating, designing, preparing, and efficiently using technology as instructional resources in the classroom to positively impact student learning. The course is designed to meet the requirements of the International Society for Technology in Education NETS Standards for Teachers. Candidates will learn to use a variety of technologies (including computers) to develop and enhance classroom instruction, communication, and management. Topics will focus on hardware and software to develop skills in word processing, using spreadsheets, use of the Web, evaluating educational software and web pages, using multimedia, and creating web pages.EDEL 630 | ELEMENTARY STUDENT TEACHING INTERNSHIP/PRACTICUM (6)**Internship/practicum is a guided pre-service experience in conducting the professional work of a classroom teacher, extending through an entire 15-week semester on a full-time schedule. The purpose of internship/practicum is to accelerate a future teacher’s pedagogical development and foster a positive and progressive conceptualization of the profession of teaching. In order for candidates to develop critical thinking and problem solving skills to their fullest potential, teachers must model these skills. Internship/practicum provides an opportunity for candidates to demonstrate these skills, determine their strengths and weaknesses, and make the necessary adjustments to best serve the children they are teaching. It is the responsibility of the cooperating teacher and the site supervisor to work with the candidate in identifying strengths and weaknesses and facilitate the development of appropriate methods for implementing curriculum and management.EDSE 630 | SECONDARY STUDENT TEACHING INTERNSHIP/PRACTICUM (6)*Internship/practicum is a guided pre-service experience in conducting the professional work of a classroom teacher, extending through an entire 15-week semester on a full-time schedule. The purpose of internship/practicum is to accelerate a future teacher’s pedagogical development and foster a positive and progressive conceptualization of the profession of teaching. In order for candidates to develop critical thinking and problem solving skills to their fullest potential, teachers must model these skills. Internship/practicum provides an opportunity for candidates to demonstrate these skills, determine their strengths and weaknesses, and make the necessary adjustments to best serve the children they are teaching. It is the responsibility of the cooperating teacher and the site supervisor to work with the candidate in identifying strengths and weaknesses and facilitate the development of appropriate methods for implementing curriculum and management.

EDCO 600 | LEARNING AND HUMAN DEVELOPMENT (3-0-3)
The purpose of this course is to provide a general knowledge about human learning as it relates to the life cycle from birth to young adulthood. It is designed to provide beginning teachers with a fundamental knowledge of human growth and development (physical, social, affective, and cognitive) and theories of learning.

EDCO 601 | DIFFERENTIATING INSTRUCTION FOR ALL LEARNERS (3-0-3)
This course begins with an overview of the nature and needs of persons with learning differences and explores how classroom teachers can accommodate for students with a variety of learning needs in the classroom. It offers an in-depth look at how instruction can be differentiated for learners at all ability levels.

EDCO 602 | CURRICULUM, INSTRUCTION AND ASSESSMENT (3-0-3)
The primary purpose of this course is to help candidates, including teachers, administrators, and curriculum coordinators to develop an in-depth understanding of 21st century concepts and practices in curriculum development, the delivery of instruction, and the role of assessment. Such understanding should assist in examining the relationships, sources, and components in their dynamic interactions and contributions to effective learning.

EDCO 604 | PRINCIPLES OF LEARNING AND CLASSROOM MANAGEMENT (3-0-3)
The primary purpose of this course is to assist candidates in acquiring basic knowledge and understanding of the processes of human learning, development, and motivation and in the application of such knowledge and understanding to classroom teaching, communication management, and evaluation.

EDCO 610 | SPECIAL NEEDS AND INCLUSION (3-0-3)
This course provides a comprehensive overview of the historical development of special education and Inclusion. The different categories of disabilities and special needs will be examined along with issues of assessment and placement. The course also reviews modifications, accommodations, instructional and assessment strategies needed for the inclusion of learners with special needs in regular classrooms. The roles of various stakeholders will be explored with an emphasis on collaboration and communication with families.

EDCO 620 | TECHNOLOGICAL APPLICATIONS IN THE CLASSROOM (3-0-3)
The purpose of this course is to familiarize candidates with technology applications commonly found in educational settings. The course addresses effectively identifying, locating, evaluating, designing, preparing, and efficiently using technology as instructional resources in the classroom to positively impact student learning. The course is designed to meet the requirements of the International Society for Technology in Education NETS Standards for Teachers. Candidates will learn to use a variety of technologies (including computers) to develop and enhance classroom instruction, communication, and management. Topics will focus on hardware and software to develop skills in word processing, using spreadsheets, use of the Web, evaluating educational software and web pages, using multimedia, and creating web pages.

EDCO 621 | TEACHING IN A MULTICULTURAL CLASSROOM (3-0-3)
This course will seek to critically examine the construction of ethnicity, class, religion, disability, age, and gender among others. In doing so, candidates will develop a historical understanding and appreciation for others of diverse backgrounds. Given the diverse cultural context in the United Arab Emirates, it is particularly vital candidates understand this level of multiculturalism particularly in relation to social relationships and power structures that will have critical implications for classroom teachers.

EDCO 622 | EDUCATIONAL RESEARCH (3-0-3)Prerequisite: Completion of all Core Courses
In this course, candidates study the key concepts, norms, and principles of educational research with an emphasis on qualitative methodologies and action research designs. . The course will help candidates to develop the research skills needed for effective inquiry into practice such as interviewing, observation, coding and analysis, synthesis, and evaluation as well as how to present research findings. Students will conclude the course with an approved proposal for the capstone thesis project (EDCO 630) which will be carried out in the following semester.

EDCO 623 | CREATING, UNDERSTANDING, AND USING CLASSROOM ASSESSMENTS (3-0-3)Prerequisite: Permission of the Program Director
This course focuses on basic concepts and common assessments such as multiple choice and essay questions, performance assessments, classroom interactions, and attitude surveys. Resources and techniques for integrating technology are included.

EDCO 625 | ADVANCED STUDIES OF CHILDREN AND ADOLESCENTS (3-0-3)Prerequisite: Permission of the Program Director
Intensive study of research in child development from conception to maturity and implications for educational practice. Study of the major theories of child and adolescent development, their underlying philosophic premises; and their role and function.

EDCO 626 | ADVANCED PRINCIPLES OF TEACHING AND LEARNING (3-0-3)Prerequisite: Permission of the Program Director
The primary purpose of this course is to assist candidates in acquiring advanced knowledge and understanding of the processes of human learning, development, and motivation and in the direct application of such knowledge and understanding to classroom teaching, communication, and evaluation.EDCO 630 | MASTER OF EDUCATION CAPSTONE PROJECT (3-0-3)Prerequisite: EDCO 622
This course is the capstone project for all master’s level candidates pursuing a track in elementary or secondary education. The final product is a master’s thesis reporting the outcome of an in-depth study of an area of educational practice. Topics of inquiry are individually determined and provide synthesis and culmination to the candidate’s program of study.

EDEL 603 | ELEMENTARY READING METHODS (3-0-3)
This course serves as a foundation course in reading instruction preparing future reading teachers for grades K-8. Emphasis is given to theories of reading, emergent literacy, word recognition strategies, comprehension skills, approaches and materials for reading instruction, literature and technology in reading, content literacy, assessment and teaching individual learners including non-English speaking students. It teaches reading readiness and development of reading at elementary level, and it is a foundation for teaching clinical/remedial reading, consultant services to school personnel, and directing/supervising system-wide reading programs.

EDEL 605 | ELEMENTARY LANGUAGE ARTS AND SOCIAL STUDIES METHODS (3-0-3)
This course prepares candidates to become effective elementary language arts and social studies educators capable of teaching children the content knowledge, the intellectual skills, and the civic values necessary for fulfilling the responsibilities of global citizenship. Special attention is given to effective teaching strategies, the nature and development of language arts, individual and cultural diversity of all learners, assessments tools, and interdisciplinary teaching. The appropriate use of informational technologies and software will be an integral element throughout the course. Candidates will critique the current methodology, trends, and issues; evaluate instructional strategies, and enrich their research, decision-making, and leadership skills to enhance the elementary curriculum.

EDEL 606 | ELEMENTARY SCIENCE AND MATHEMATICS METHODS (3-0-3)
This course is designed to prepare teacher candidates with a broad-based understanding of central issues involved in the learning and teaching of elementary science and mathematics for children (grades K through 8). Candidates will be expected to design individual lessons and a unit that take into consideration school curricula, classroom management, and the physical and emotional safety of students, learning, and assessment. Candidates will also be expected to apply accurate science and mathematics content, inquiry, and problem solving skills through in and out of class activities and assignments.

EDEL 620 | ELEMENTARY FIELD PLACEMENT (3)*
This course is designed to enable elementary teachers to design, implement, evaluate, and reflect upon the processes of elementary school teaching and learning. Content is focused on application of instructional and management practices and adaptations, curriculum planning and curricular modifications, effective collaboration strategies, accessing related and support services, and skills necessary for effective instruction and management within an inclusive classroom.

EDEL 630 | ELEMENTARY STUDENT TEACHING INTERNSHIP/PRACTICUM (6)**
Internship/practicum is a guided pre-service experience in conducting the professional work of a classroom teacher, extending through an entire 15-week semester on a full-time schedule. The purpose of internship/practicum is to accelerate a future teacher’s pedagogical development and foster a positive and progressive conceptualization of the profession of teaching. In order for candidates to develop critical thinking and problem solving skills to their fullest potential, teachers must model these skills. Internship/practicum provides an opportunity for candidates to demonstrate these skills, determine their strengths and weaknesses, and make the necessary adjustments to best serve the children they are teaching. It is the responsibility of the cooperating teacher and the site supervisor to work with the candidate in identifying strengths and weaknesses and facilitate the development of appropriate methods for implementing curriculum and management.

EDSE 603 | SECONDARY GENERAL METHODS AND ASSESSMENT (3-0-3)
This course is designed to enable secondary teachers to understand, implement, evaluate, and reflect upon the processes of secondary school teaching and learning. Content is focused on history, classroom climate, diverse learning styles, assessment practices and adaptations, curriculum planning and modifications, effective collaboration strategies, accessing related and support services, and skills necessary for effective instruction and classroom management. Strategies for choosing appropriate methods of instruction, and effective classroom interaction are also explored.

EDSE 605 | READING ACROSS THE CURRICULUM (3-0-3)
This course emphasizes techniques for using reading and writing tools for the acquisition of new content in a given discipline. The areas of general literacy skills, prior knowledge of content and content specific literacy skills are important related concepts stressed in this class. The first two are emphasized as the two factors with the greatest influence on learning through text.EDSE 606 | SECONDARY LANGUAGE ARTS METHODS AND ASSESSMENT (3-0-3)
This course is designed to prepare effective high school Language Arts Teachers. It acquaints candidates with various materials, teaching methods, and theories appropriate for teaching composition, Language Arts, and literature in high school settings, and fosters professionalism, dispositions/attitudes, and performances needed to teach Language Arts successfully to adolescents. It also prepares candidates to work with English as a second language or foreign language learners.

EDSE 607 | SECONDARY SCIENCE METHODS AND ASSESSMENT (3-0-3)
This course is designed to prepare potential science education teachers with a broad-based understanding of central issues involved in the learning and teaching of secondary science. It is intended to help potential science education teachers address the difference between being a student of science, a user of science, and a teacher of science. This process involves addressing the concepts of learning and teaching, and the nature of knowledge in science. These concepts will be integrated into practical activities designed to prepare the candidates to teach in actual science classrooms. Candidates will be expected to design individual lessons and a unit that take into consideration school curricula, classroom management, the physical and emotional safety of students, learning, and assessment. They will also be expected to apply accurate science content and inquiry skills through in and out of class activities and assignments.

*Includes three hrs. of weekly lecture and a minimum of 40 hours of observation.
**Includes three hrs. of weekly lecture and minimum 20 weekly hours of student teaching.

EDSE 608 | SECONDARY MATH METHODS AND ASSESSMENT (3-0-3)
This course is a study of strategies, techniques, materials, technology, and current research used in the teaching of mathematical concepts to high school students. Students will review the traditional and contemporary standards involved in teaching mathematics at the secondary school level; develop an awareness of the professional resources, materials, technology and information available for teachers; prepare unit and lesson plans with related assessment procedures on a variety of topics; and acquire teaching experience by taking part in individual tutoring, observation at a high school, and/or presenting lessons at the appropriate level.

EDSE 609 | SECONDARY SOCIAL STUDIES METHODS AND ASSESSMENT (3-0-3)
This course focuses on the nature, development, purpose and value of social studies, with emphasis on methods and techniques of instruction. Curriculum development, unit planning, materials of instruction, and evaluation are all requirements of the course.

EDSE 620 | SECONDARY FIELD PLACEMENT (3)*
This course is designed to enable secondary teachers to design, implement, evaluate, and reflect upon the processes of secondary school teaching and learning. Content is focused on application of instructional and management practices and adaptations, curriculum planning and curricular modifications, effective collaboration strategies, accessing related and support services, and skills necessary for effective instruction and management within an inclusive classroom.

EDSE 630 | SECONDARY STUDENT TEACHING INTERNSHIP/PRACTICUM (6)**
Internship/practicum is a guided pre-service experience in conducting the professional work of a classroom teacher, extending through an entire 15-week semester on a full-time schedule. The purpose of internship/practicum is to accelerate a future teacher’s pedagogical development and foster a positive and progressive conceptualization of the profession of teaching. In order for candidates to develop critical thinking and problem solving skills to their fullest potential, teachers must model these skills. Internship/practicum provides an opportunity for candidates to demonstrate these skills, determine their strengths and weaknesses, and make the necessary adjustments to best serve the children they are teaching. It is the responsibility of the cooperating teacher and the site supervisor to work with the candidate in identifying strengths and weaknesses and facilitate the development of appropriate methods for implementing curriculum and management.

*Includes three hrs. of weekly lecture and a minimum of 40 hours of observation.
**Includes three hrs. of weekly lecture and minimum 20 weekly hours of student teaching.

Apply to the P.T.C.

Course Sequencing

The following is the proposed course sequence for the P.T.C.

Semester/Term I
(Six Credit Hours)

Semester/Term II
(Six Credit Hours)

Semester/Term III
(Six Credit Hours)

EDCO 600
EDCO 620

EDCO 604
EDCO 602

EDEL 630
Or
EDSE 630

Degree Requirements

Curriculum/Courses

Courses designated as required for the Professional Teaching Certificate include:

Course

Credit Hours

EDCO 600

Learning and Human Development

3

EDCO 620

Technological Applications in the Classroom

3

EDCO 604

Principles of Learning and Classroom Management

3

EDCO 602

Curriculum, Instruction and Assessment

3

EDEL 630

Elementary Student Teaching Internship/Practicum

6

Or

EDSE 630

Secondary Student Teaching Internship/Practicum

6

TOTAL P.T.C. PROGRAM REQUIREMENTS 18

About the P.T.C.

The Professional Teaching Certificate (P.T.C.) is designed for teachers, teaching assistants and career changers who are interested in acquiring practical expertise in the knowledge and skills of highly effective teachers.

Upon completion of the Professional Teaching Certificate program, students will have achieved the professional competencies associated and aligned with the Interstate Teacher Assessment and Support Consortium (InTASC).

Professional competencies refer to qualities that effective teachers need to acquire, develop and master. Specifically, they relate to building human relationships, working with diverse learners and using instructional technology effectively.

Be an effective part of an educational team within a creative learning environment;

Be able to understand the political, social and cultural contexts of education;

Be able to differentiate instruction to meet the needs of all learners and create a positive learning environment;

Be able to meet the challenges of elementary or secondary teaching by designing and implementing an effective classroom management plan;

Be able to use assessment data to improve instruction and learning;

Be able to access and integrate current and appropriate technologies as instructional tools;

Be able to utilize research to inform curriculum design and instructional practice.

Apply to the M.Ed.

Course Sequencing

Students admitted to the M.Ed. Program follow a typical course sequence, depending on the date of admission and scheduling availability. Students who wish to complete the program within two years follow a course schedule similar to the one below.

The M.Ed. is a two-year, 36-credit-hour professionally-oriented program with a solid academic basis, for practicing or prospective teachers. The program combines six core courses for all candidates, with specialized courses in elementary education or secondary education and a capstone research project.

M.Ed. Program Mission

The Mission of the Master of Education program at AUD is to provide the region with qualified and culturally responsive educators who are current in pedagogy and content knowledge at either the elementary or secondary level, skillful in professional practice and adept in the use of instruction technologies.

M.Ed. Program Goals

develop professional ethics and collaborative skills to meet the needs of a multi-cultural student population in a 21st learning environment;

develop specific knowledge of current trends in teaching and learning and innovative instructional technologies, as well as classroom-based problem-solving abilities aimed at improving student learning;

develop knowledge, skills, and dispositions required to meet the unique learning needs of all students and guide them to becoming life-long learners;

develop capacity to conduct and critically assess research in order to guide and inform professional practice.

M.Ed. Program Learning Outcomes

At the completion of the programs, students will:

be an effective part of an educational team within a creative learning environment;

be able to understand the political, social and cultural contexts of education;

be able to differentiate instruction to meet students’ unique learning needs and create environments that are conducive to student learning and development;

be able to meet the challenges of teaching by designing and implementing an effective classroom management plan;

be able to use assessment data to improve instruction, advance student learning, and better design content-specific instruction;

be able to identify, locate, evaluate, design, prepare, and use technology as an instructional resource;

be able to conduct research and utilize important findings to inform current practices and make new contributions to the field of education.

Internship and Practicum
Candidates without undergraduate preparation and/or teaching experience are expected to complete either EDEL 630 (Elementary Student Teaching Internship/Practicum) or EDSE 630 (Secondary Student Teaching Internship/Practicum) in order to fulfill degree requirements. The Dean of Education will work with the students and schools to find appropriate placements.

The faculty member supervising the internship will follow the guidelines for internships/field placements as described in the M.Ed. Internship Guidelines manual and assess continued appropriateness of field placements and cooperating teachers.

Using appropriate international standards, students will be evaluated on mastery of relevant program knowledge, skills, and dispositions for field-based educators. Data from classroom observations, one-on-one conferences with student teachers, and self-reflection memos will be used to determine the student’s growth and readiness for entry into the K-12 educational setting. Students can refer to the Internship/Practicum Handbook for more information.